Remote Emergency Teaching

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

their students, especially for asynchronous classes. A calendar with activities should be provided so that
students can organize their studies.

Suggestions for K12 learners/students include learning how to organize their time and studies according
to a calendar and establishing activities in order to optimize their learning. It should be recognized that
DE can help prepare them for higher education in addition to providing them with remedial classes in
the near future.

Overall country-based evaluation
It is difficult to evaluate the overall impact of emergency remote education in Brazil- it will require
longitudinal surveys and ongoing formative and summative assessment due to the range of varied
experiences and factors (e.g., access to infrastructure and devices, ICT literacy of teachers and
students, the emotional and economic impact of crisis) influencing the success of these varied
experiences. Emergency times call for emergency action plans that may present themselves as new
teaching and learning opportunities. There is hope that these opportunities foster more inclusive and
equitable systems across all educational levels. Although the learning curve will be steep, for K12
schools this may be a unique opportunity to become skilled in ICTs and implementing blended learning
when the crisis ends. For universities, this will also be an invaluable opportunity for them to increase
learning effectiveness in DE programs. In times of emergency remote education, we may witness
collaborative, cooperative, interactive, participatory, and hands-on learning, which may be more
conducive to OER uptake. To conclude, as Litto (2020) upholds everything indicates that the term
“distance education” will disappear in the near future because there will be a healthy overlap of
modalities: almost all courses today considered “face to face” will have “non-face to face” or “virtual”
elements ... and many distance learning programs will have, to increase the effectiveness of learning,
face to face moments (para. 11).

Mexico

Overview
Mexico is a Latin American country located in North America with a total area of nearly 2M square
kilometers making it the 13th largest country in the world and the 10th most populous. With a population
of 126.5M, Mexico is the largest Spanish-speaking country in the world. This Federal Republic, borders
South with the Central American countries of Guatemala and Belize, and north with the United States.
By early May 2020, it was the country with the most confirmed cases and fatalities due to Covid-19 in
the world.

The Covid-19 Pandemic in Mexico arose as of February 27, 2020, with the first confirmed case in Mexico
City pertaining to a male patient who had travelled to Italy and was exhibiting mild symptoms. A few
hours after the official announcement of the first case, health authorities further confirmed another case
in the Western State of Sinaloa and a third case, again, in Mexico City. The first death due to Covid-19
in the country occurred on March 18, 2020.

It is important to observe that Mexico’s Health Ministry made it a foundational axis of its response
strategy to maintain an open channel of communication with the media and the general population by
sustaining a daily one-hour evening press conference held at the national headquarters of the federal
government, kickstarting the daily format on March 1, 2020. At the time of writing, over 87 evening press
conferences had been held, the vast majority of these being led by the now notorious Undersecretary
of Prevention and Health Promotion and Johns Hopkins educated epidemiologist, Dr. Hugo López-
Gatell Ramírez. Since early January 2020, Dr. López-Gatell decisively played a major and very public
role as both a spokesperson and leader of the task group in charge of designing, instrumenting, and
directing Mexico’s response strategy to the Covid-19 epidemic.

It was precisely Dr. López-Gatell who on March 11, 2020, made a public announcement stating that the
contagion rate in the country was tripling even if the absolute number of confirmed cases was still
relatively low, at only 12 cases. The tripling of the contagion rate signalled the beginning of the
community transmission phase – in contrast to the initial phase of the epidemic characterized by
imported and relatively easily traceable cases - and prompted the first official call to the population for
taking social distancing measures. It should be noted that even if the most detailed governmental
measures for Covid-19 response were announced throughout March, constant communication efforts

101

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

on the part of the federal government were made since January 2020 when the situation in China was
first accelerating.

It was precisely during a press conference held on January 20, 2020, that the Undersecretary of Health,
accompanied by various prominent members of Mexico’s Health Ministry including Dr. José Luis Alomía
Zegarra general director of epidemiology, outlined Mexico’s mitigation strategy for facing, what in their
view was a foreseeable acceleration of the global contagion rate of the novel coronavirus, sars-Cov-2.

In a country with 52M people in poverty conditions, a number that amounts to a rough equivalent of
41.9% of its population and in which out of every 10 workers 6 make a living via informal economic
activities, opting for a complete shutdown of all economic activities and a strict confinement policy was
not viewed as a feasible strategy on the part of health authorities, to say the least (Consejo Nacional de
Evaluación de la Política de la Política de Desarrollo Social, n.d.). Therefore, the mitigation efforts to
slow down the contagion curve focused since mid-March on modifying the structural conditions that
motivate people to leave home, namely attending school and commuting to work.

With 30.6M students attending mandatory education levels and over 1.5M teachers distributed in over
244 thousand education facilities in a country with Mexico’s surface area, designing and putting in place
an effective Covid-19 response on the part of both private and public education sectors posed a
significant challenge since the very beginning. The total population of 30M students in Mexico is divided
up as follows: 4.8M children attend “preescolar” or the equivalent of kindergarten education, 14M attend
“primaria” the equivalent of 6 years of elementary school, while 6.5M attend “secundaria” or 3 years of
junior high school. Finally, 5.2M attend “preparatoria” or high school.

As for teachers, the vast majority, 981 thousand teach in elementary and junior high school, while 238
thousand teach in kindergarten and roughly 299 thousand teach at the high school level. Out of 30.6M
students in K12, over 3.6M attend private institutions. Of the 1.5M teachers, 274 thousand work for the
private education sector (Instituto Nacional para la Evaluación de la Educación en México, 2019).
Conversely, 3.7M students attend public universities in Mexico, while 1.8M attend private universities
(Sistema Nacional de Información Estadística y Geográfica, 2018). Public education institutions in
Mexico provide university education to 70% of all university students even though they represent a third
of the 3,762 university institutions in the country (OECD, 2019b).

To the overall outlook in terms of the size of the population that conventionally attends school at different
education levels, one must add a series of nuances product of the large inequalities that characterize
social reality in Mexico. Inequalities in Mexico run deep, and touch areas as varied as access to and
quality of education services, unequal access to basic services or gender-based inequalities.
Phenomena, such as the impact criminality and violence have, present important variations even within
metropolitan areas. By looking at how the Human Development Index of Mexico drops from an overall
0.767 to 0.595 when adjusted for inequality, one might begin to understand how living conditions and
the satisfaction of even the most basic needs differ greatly throughout the Mexican geography (UN
Mexico, 2019).

On March 14, 2020, with 41 active cases, the Ministries of Health and Public Education of the Federal
Government of Mexico announced the implementation of priority prevention and care measures based
on various recommendations of the World Health Organization. Initially, a call to suspend all face to face
activities in education centers around the country from March 23 to April 17, was made. Suspension
measures in the education sector were to be revised after the spring break (April 6 to April 17). Overall,
the Mexican mitigation strategy was since the beginning heavily reliant on the suspension of all face to
face activities in the education sector. This suspension contributed to the demobilization of 35 to 40M
people and also had a positive effect on the general reduction of, for example, urban mobilization, since
it eliminated otherwise necessary commutes to education centers via both public and private transport.

Two weeks later, on March 30, 2020, with 1094 confirmed cases and 28 fatalities, the Mexican
government formally declared Covid-19 a sanitary emergency and called for the following measures to
be put in place: suspension of all non-essential activities in the public, private and social sectors until at
least April 30; in essential sectors, meetings of more than 50 people were forbidden and basic hygiene,
prevention and social distancing measures were ordered; the entire population was encouraged to
comply with a voluntary limitation of mobility by staying home. In addition to these measures, private
sector companies were asked to contribute to the demobilization of the population by making the
necessary adaptations for remote work. Finally, home isolation was strongly advised to people over 60

102

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

years of age, pregnant women and people with chronic or autoimmune diseases (Gobierno de México,
2020b).

Moreover, the national population census was postponed until further notice and a firm announcement
that all mitigation measures were to be applied with strict adherence and respect for human rights was
made. Since very early on the possibility of the use of police and military forces to enforce strict isolation
measures or curfews, was consistently dismissed by different federal government spokespeople.

Reflections from the educational landscape
In the Mexican case, universities were the first to announce a temporary suspension of activities. As
early as March 12, 2020, a few universities announced their intention to cancel all education and
university life activities, effectively shutting down their facilities one week before the recommended date
for class suspension proposed by the federal government. Tecnológico de Monterrey, a prestigious
private university in Mexico, with 26 campuses located in different cities, was the first to announce it
was cancelling all in campus activities (Tec de Monterrey, 2020). Its announcement followed a series of
press releases from both private and public universities in Mexico stating their own plan for cutting back
on face to face activities.

In its initial statement, Tec de Monterrey, outlined its intention to dedicate the week of March 15th, to
the design and kick start of the adaptation strategy that would allow it to migrate 50 thousand class
sessions per week to an online distance education format. When the mandatory closing of education
centers came, various public and private universities in Mexico were indeed able to draw from their
previous experiences in virtual education. Universities such as the National Autonomous University of
Mexico (UNAM), University of Guadalajara, Tec de Monterrey and various others higher education
institutions had for years been, although in varying degrees, worked on strengthening their capacities
for distance, online and virtual learning; however, no efforts conducted before could have prepared the
Mexican education system, to meet the new educational demands which resulted from the massive
demobilization of the student population in Mexico.

By March 23, 2020, the Mexican Undersecretariat of Higher Education published a series of Covid-19
action guidelines in which universities were asked to: either create or strengthen national repositories
of education materials that if shared could serve different educational institutions; consolidate
communication channels with their students and professors; suspend face to face activities and continue
education activities privileging the remote teaching route. In the case of public universities, the Ministry
of Education recommended they made use of television channels and radio stations for broadcasting
lessons and educational shows. There was also an important call for intercultural universities to prepare,
in coordination with the National Institute for Indigenous Peoples, materials for dissemination, in
indigenous languages, of preventive measures concerning Covid-19.

Due to the extension of social distancing measures well into April and May 2020, the Ministry of
Education launched the initiative “Aprende en Casa por TV” i.e. learn from home on TV. The Aprende
en Casa program for online viewing and TV broadcasting was indeed recognized by UNESCO as a
valuable effort on the part of the Ministry. Starting on March 23, preschool, primary and secondary
school children were able to watch educational shows and lessons broadcasted from Monday to Friday
on UNAM’s and Once TV, television channels. Government estimates indicate that from March 23 to
the beginning of May, 11M children were reached via this initiative (Secretaría de Educación Pública,
n.d.).

In a complementary effort and due to the vast inequalities in terms of internet connectivity existing in the
country, the National Institute for Adult Education (INEA) and the National Council for Educational
Development (CONAFE) delivered 300,000 packages of hard-copy school materials in an orchestrated
effort to reach students in isolated communities with no access to television or the internet.

For the most part, academic continuity plans in different education levels included a combination of
synchronous and asynchronous delivery modes. In places with less connectivity, adaptation strategies
relied heavily on the role of teachers and their efforts to communicate with parents and provide them
with a schedule of activities and topics to be revised with students. As the pandemic spread, the focus
on preschool activities shifted from asking parents, mostly mothers, to help their children perform
traditional “learning” activities, to suggesting parents they guide their children in activities centered on
their psychosocial well-being. An important aspect of concern that arose very early on and a difficult one

103

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

to resolve was indeed the monitoring of the physical and emotional health of children living in
communities hardly hit by criminal and drug-related violence.

Given the enormous connectivity differences even within metropolitan areas, the most basic
technological means of maintaining communication between teachers and parents was the use of the
messaging app, WhatsApp. School guides and instructions for activities started to be customarily sent
out via WhatsApp by the end of March. This meant that both students and parents were asked to send
photographs, voice notes and written messages as evidence of their schoolwork in cases where no
learning platforms were available.

Contrary to this reality, in other education centers both public and private the use of learning platforms
such as Moodle, Blackboard, Google Classroom or Canvas surged. Webex, Facebook Live, Instagram
Live, Google Hangouts, Microsoft Teams and most notably Zoom were widely and rapidly integrated
into the new teaching schemes of various institutions. Differences in access to communication
technologies that enable remote and live online teaching proved to be staggering.

Lessons learned
The Covid-19 pandemic brought to the surface the deep inequalities which have for decades engulfed
large sectors of the Mexican population. The efforts made for academic continuity in Mexico constitute
a vast myriad of initiatives that reflect the profound polarization of living conditions in this middle-income
country. The underlying dynamics of violence also burst into the scene, leaving children and youngsters
deprived of the safe haven that their schools somewhat represented.

Additionally, while top universities in Mexico, some of those even top universities in the world, saw no
major actual disruption in their teaching activities and were mostly concerned with furthering the
technological training of their professors, the majority of the student population in Mexico saw its
education activities disrupted in significant ways.

Furthermore, one must note that many of the continuity strategies particularly at the K12 level exhibited
a salient gender bias, making mothers, even if implicitly, the ultimate substitute teachers in their
households. One aspect is clear, the arena of education is one in which economic, social and family
dynamics converge, making the design of good-enough transversal strategies a very complex although
unavoidable task.

Suggestions
For policymakers:

● Emphasize the design of truly comprehensive and cross-sector public policies for the long term
and not only for emergency response.

● Favor the integration of information databases into the education strategy in order to provide
better-suited psychosocial and emotional care to students and their families.

● Shift part of the focus from the continuity of education and completion of study plans to the
actual human sustainability of such continuity efforts. Emotional and psychological health ought
to occupy a preponderant place in the continuity efforts.

● Seize the opportunity to open investigations and formally charge past or current officials and
civil servants who have committed acts of corruption or are suspicious of misuse of education
and health sector funds.

● Make a public commitment to increase the percentage of GDP destined to the education sector.
It is time to leave behind decades of underinvestment in education.

● Explore the possibility for new synergies and alliances between public and private institutions
at all education levels. New schemes of collaboration not based on economic remuneration
between education institutions could open up new possibilities for true solidarity in the interest
of all students.

● Communities torn by violence require specific education continuity policies that make it a priority
to monitor the well-being of students.

For schools/universities:
● Invest heavily in caring for the emotional and psychological health of students and teachers.
● Make the necessary adjustments in conventional processes that might be disproportionately
affecting emotional health in your community.
● Voluntarily engage in best practice sharing and “visiting professor” schemes between public and
private education institutions.

104

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

● Make it your mission to have a long-term view that rescues the social role of education. Review
your curricula and make sure there is a strong emphasis in citizenship formation, peace
education and human rights education principles and make sure you are contributing to gender
mainstreaming overall.

● Value professors and students whose main skills might not be technological. Create buddy
programs that help them migrate to a more technological setting that supports, rather than
changes the strong teaching and learning abilities which they already possess.

● Take advantage of the lessons learned from emergency remote education and design strategies
to reach out to your extended community in innovative ways from now onwards.

● Make a conscious effort in reducing the gender bias in the involvement of parents in all matters
related to their sons and daughters education at all instructional levels.

For educators:

● Keep in mind the importance of the social role you fulfil. Review if in your emergency remote
education strategies, you are still educating in equality, non-discrimination and social justice.

● When designing your online lesson, keep in mind significant learning is best guaranteed when
you are able to provoke different emotions in your students. Ask yourself how you can do that
via remote teaching.

● Choose a couple of education technology software/tools that make you feel comfortable.
Organize best practice peer-sessions that might inspire you to learn new skills.

● Encourage your students to learn in different ways by designing off-screen learning activities.
● Help your students make sense of the pandemic and the social phenomena accompanying it.

Take time to talk to them about the overall state of the world.
● Encourage your students to think about how they would design different futures for their

communities and countries.
For learners/students:

● Maintain close contact with your teachers and fellow students.
● Privilege your emotional well-being, if you are struggling to make it clear to someone.
● Share your point of view on the state of world affairs.
● Think of what alternative futures we ought to design departing from the struggles your country

has gone through in this pandemic.
● Honour the gift that uninterrupted education is by continuing to engage in your learning

process.

Overall country-based evaluation
In Mexico, the overall coordination and collaboration of not only health authorities in the country but also
that of other relevant ministries and governmental institutions, in the design of a more comprehensive
overall response to Covid-19 resulted in an approach to the epidemic that was far more cross-sectoral
than the 2009 response to the H1N1 pig flu epidemic. It is interesting to note that education institutions
in Mexico were not only asked to focus on the continuity of education at all levels, but were integrated,
albeit in varying degrees into the actual response to the epidemic. Research centers and academics
were invited to: provide solutions for improving hospital preparedness; design better guidelines for the
emotional and psychosocial care of the population; or even contribute with their own made in Mexico
designs for ventilators and other medical materials. These efforts strengthened the overall policy
response in face of Covid-19.

The Ministry of Health made an important effort in maintaining daily communication with the population
through various strategies. Daily evening press conferences constituted a crucial part of the social
communication strategy of the government. In dozens of conferences, issues such as mental health,
the prevention of gender-based violence or patient humane attention guidelines were touched on. This
communication strategy facilitated the visibilization of issues such as social inclusion, mental health or
domestic violence in the midst of the pandemic, by the press. In addition to this strategy, the federal
government launched a microsite dedicated to host relevant materials in relation to Covid-19, including
a series of videos to explain the pandemic to children and strategies to help them cope with social
distancing measures. The microsite also made open data available for download so that independent
researchers could verify, and model data directly provided by the National Epidemiological Surveillance
System (Gobierno de México, 2020a).

Concerning the sociopolitical environment in Mexico, the most important struggle proved to be the
combat against an ‘infodemic’ of widespread misinformation and fake news. Unfortunately, the political
instrumentalization of the epidemic in Mexico by groups of the political opposition to the president who

105

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

dedicated considerable financial resources to spreading fake news, was prevalent. Efforts to discredit
the administration varied but included, for example, a prominent news anchor in the country calling on
the population to disregard the measures instructed by the Undersecretary of Health. Mexico lived
through an epidemic of political polarization and fake news that at some points put at risk the population’s
compliance with the Covid-19 management strategies that were being put in place.

Finally, it should be pointed out that the strategy of the educational sector against Covid-19 was far from
monolithic and rather brought to light the profound inequalities in the operating conditions of different
education centers. These differences mirror in a crude manner the social inequalities and injustices in
Mexico. Making an overall assessment is difficult precisely because some strategies were highly
successful in that no interruption of the education effort occurred, while others were unable to even
reach their target population of students effectively.

One aspect is clear, even the most sophisticated strategies that allowed education efforts to continue
with the use of world-class education and communication technologies, did not quite find a way to
substitute real human contact and the socialization function of education. Perhaps, one of the lessons
we must draw from this experience is that no amount of technology is able to replace face to face
interaction or the care and emotion present in a classroom, just as no amount of internet connectivity is
able to solve the structural violence inherent to the social and economic anatomies of our countries.

Peru

Overview
Peru is a country located in South America with a population of 31,2M people, and a territorial extension
of 1,28M square meters. In Peru, since the first case of Covid-19 detected on March 5, 2020, Peru has
currently confirmed 65 thousand cases of infection reporting 1814 deaths as of May 9th, 2020.

Early on, the government declared a national health emergency on March 15, for a period of 90 days,
in addition to decreeing a national state of emergency for a period of 15 days to stop the spread of the
new coronavirus in the country, including mandatory social isolation and the closing of borders.

The start of the school year in Peru is in March, throughout the educational system, therefore, due to
the national emergency, the Ministry of Education initially suspended the start of face to face classes in
basic and higher education until March 29, 2020, which generated an uncertainty. Close to the expiration
date, the suspension of classroom classes was extended until May 5, 2020, authorizing Educational
Institutions to start the academic period with non-classroom classes.

In Peru, children under 15 years represent 24.9% of the total population and older adults 12.7%. In this
academic year, 8M children and adolescents were expected in basic education, around 1.8M children
in kindergarten, 3.7M in Elementary schools and 2.6M students in middle schools. At higher education
institutions over 1.9M students, where the university population represents three quarters.

Reflections from the educational landscape
On April 18, one month after the start of the state of emergency, the government announced the
suspension of face-to-face classes indefinitely for the entire educational system, in such a way that all
educational institutions and all plans must adapt and choose "non-in-person classes".

It should be noted that, in Peru, although the current General Education Law recognizes that in the
educational system there is the face to face, blended, and distance modality for all educational levels,
distance education is not widespread. In fact, in basic education it is practically non-existent, it only
applies to very specific rural secondary programs, while in higher education it has been questioned both
by public policymakers and by certain sectors, public opinion, by some bad practices and by the
resistance to change of the actors of traditional education.

On April 6, 2020, the Ministry of Education launched the “I Learn at Home” program, a multichannel
distance education service on television, radio and the Internet, so that basic education students (initial,
primary and secondary, special and alternative) can access to the right to education, immediately, during
the State of Emergency. In Peru, internet penetration does not reach the entire rural area and is weak
in some areas such as the jungle. In the medium and long term, it is expected to complement the lessons

106

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

that teachers give in the classroom, focusing especially on students from rural and remote areas to
reduce inequalities in learning.

Through the platform, learning guides, audios, videos, workbooks and other materials are made
available by different levels and grades, 24 hours a day. Likewise, a weekly schedule of 5 working days
with different activities per day, depending on the student's grade and level, by radio and open television,
with which it is intended to reach more than 6M basic education students.

For students with special abilities, one activity is scheduled per week. The contents are part of the
competences of the official curriculum, having prioritized, to begin with, the development of
competences for life, work, democratic coexistence and the exercise of citizenship.

It is important to note that in Peru, unfortunately, public education is quite questioned for its quality and
private basic education reaches 1.5M students of all socioeconomic levels, particularly the lowest, so
that 70% attends private schools that cost around $ US100 a month (10 annual fees), in a country where
only 70% of the EAP is formal, so many families have stopped working and do not receive income from
confinement.

During the first weeks, these antecedents have generated confusion and reaction of rejection on the
part of the parents, since on the one hand they changed all their life plans and had to attend to their
children's education at home, with tele-education or online education that schools began to develop,
combining with the telework that corresponds to them as workers. In fact, national surveys reveal that
41% of users disapprove of the platform, with greater emphasis on the lower socioeconomic sectors
and in the south of the country, while the north and the Amazon accept it between 67% and 77%.

The bewilderment in the face of the pandemic and the conditions described configured a scenario in
which a debate was generated of disapproval of the public offer and of questioning the cost of private
education, at all educational levels, resulting in the denial of parents to comply with the established fees,
putting at risk the sustainability of educational institutions, particularly the fees of workers and teachers,
due to financial insolvency.

Regarding university education, in addition to the above conditions, it is added that the first phase of a
reform process was being completed that subjected all public and private universities in the country to
a process of licensing or operating authorization. The University Law issued in 2014, in force until the
beginning of 2020, establishes that 50% of the credits of distance programs must be carried out in
person, with the effect that for this academic year 2020 the offer of distance and partially-in-person
programs was minimum.

In fact, public universities closed the few distance programs that worked, since they did not meet basic
quality standards, while private programs left few programs, all converted to blended education.
Although there are no official public statistics, it is estimated that this year around 55K university students
should have started in official distance learning and blended education programs.

Due to the inexperience of distance education at a higher level, particularly from public institutions, and
the sharp drop in employment in the country, which prevents covering the costs of private education, it
is estimated that at least 500K higher education students, who are located in the lowest socioeconomic
sectors, will be left without studying this academic year, despite the rapid learning of the directors and
teachers, as well as the adaptations and investments made in technology by the universities.

Lessons learned and suggestions
Students are beginning to adapt to the system, surely faster than the parents themselves, and now that
the picture is clearer, and has been confirmed that will not be possible to return to “normal” face to face
classes for this entire academic period (until December 2020), should allow the compliance phase to
pass earlier, so clear messages from the authorities are required.

Those who already had the experience of studying at a distance, autonomy skills or had used
technologies in the educational experience, already reveal their enthusiasm and even pride in being

107

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

distance students, and therefore be better prepared and have been pioneers, claiming a study modality
that had been questioned and diminished.

Access to education is subject to the afforded by minimal economic stability, which in emerging countries
such as Peru is quite fragile and has been substantially broken at this juncture, so the speed of economic
recovery will condition student retention.

Higher distance education has been defined by law in virtual environments. Although in our countries,
the penetration of mobile phones is notable, internet access, necessary for online education, does not
fully reach rural areas, given the geographical complexity of the Andes, population density and means
of access in the Amazon. Such a view forces to intensively combine a training offer of synchronous and
asynchronous media, for which expertise in the modality is required since the social pressure and
pressure of technology providers by synchronous media, with image, voice and sound is quite strong.

Although radio and television are useful and revalued for basic education, in higher education, we have
no background, infrastructure, equipment or experience, so the availability of the internet is a condition
that the state should guarantee, in agreements with the private, and incorporating it more decisively as
a public policy linked to the right to education.

Overall country-based evaluation
Peru, who has been regressing regarding distance education, has the opportunity to value it with all the
benefits it offers for access to the right to education at all educational levels, particularly at the higher
level, since before the Pandemic, only a third had access to online courses. Today, the alternative of
expanding coverage and responding to the labour demand and competitiveness that the country
requires is offered.

The media, which was previously discrediting distance education, today, are experiencing the
advantages of working and studying from home and should be “converts” helping to generate the
favourable climate and culture that we need to face positively the joint and show its benefits.

In particular, this situation should be an impulse for public services to reach everyone, extending
connectivity to remote places, taking advantage of the integration of telemedicine services, virtual
education, identity registration, among others. The Pandemic has opened the opportunity for digital
transformation that various economic sectors were initiating and have now accelerated.

Uruguay

Overview
Since March 13, the day the health emergency was declared, 620 confirmed positive cases of Covid-19
have been registered through the diagnostic test, while 15 died. Since that date, the government has
ordered a series of measures after decreeing a state of a national health emergency. The population
has conscientiously adopted these recommendations and has successfully managed the crisis. In the
case of education, face to face activities were suspended at all levels, from March 16th, while continuing
educational processes remotely using a variety of resources and technologies.

Uruguay has a total population of 3,505,985, 1,697,985 men and 1,808,000 women. The population of
K12 students is 1.029.418, distributed as follows: Early Childhood and Initial education,192,702; Primary
Education, 306,660; Middle Education, 355,991; Higher Secondary Education, 174,065. The population
of students in Tertiary Education is 148,056, of which 107,623 are in University.

The main actions taken as a response to the threat of Covid-19 were the exhortation to stay at home in
self-quarantine, take extreme measures of personal hygiene, and follow social distancing guidelines.
Coronavirus.uy application was delivered for Android and IOS, allowing citizens to be connected to
healthcare providers by telemedicine. A Coronavirus Fund was created, in order to mitigate the
economic and social impact of the pandemic. The population has conscientiously adopted these
recommendations, with 92% reporting that they were in self-quarantine. By May 2020, Uruguay began
to transition towards the so-called new normal, gradually starting some economic, commercial and
educational activities in rural schools, led by a scientific committee. Everything indicates that Uruguay
would be successfully passing the first stage of the Covid19 crisis, however, once the measures have

108

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

been relaxed and the second stage of the transition begins, the impact and possible new emergencies
are going to be valued.

According to a survey by the Council for Initial and Primary Education (CEIP), around 70% of the
students in public education have registered and maintained some connection with their teachers on
different platforms, but the situation varied among the subsystems. To identify those who have not yet
connected, the administration resolved to strengthen the bond through community teachers, aiming to
maintain the link with students. Uruguay is in an advantageous situation compared to other educational
systems, due to the high degree of connectivity and the devices that have been distributed during the
last 10 years within the framework of the OLPC Program, called Plan Ceibal, that cover most of the K12
population. However, not 100% of the families were reached, and there were differences in digital skills
of both students and teachers. The search for solutions was left to the communities, with an umbrella
that establishes general guidelines and focuses on some curricular prioritizations and objectives during
this period of suspension. So far, the Central Board of Directors (Codicen) have been giving generic
exhortations, for both teachers and students, to maintain ties. A technical advisory team was formed,
made up of representatives from the different subsystems to formulate the response to the current
pandemic and established guidelines for action that involve planning, registration and greater
engagement of students. This advisory team will also plan to return to face-to-face courses.

In Higher education in Uruguay, the public sector covers 88% of student enrollment. In that public sector,
there are only two universities, one of which, the University of the Republic (Udelar), comprises 99.4%
of students. This report is focused on the actions taken by Udelar. It is important to consider that Udelar's
academic offerings consist of four pre-university courses, 153 undergraduate courses, 311 postgraduate
courses and five initial elective cycles. Its population is around 150.000 active students, 11500 teachers
and 6300 technical administrative and service staff. A very significant part of the growth of its student
population, as well as the territorial expansion and academic offerings, occurred in the last ten years.
During this period, blended education at Udelar was also generalized through its Virtual Learning
Environment (VLE), with the explicit objective of supporting the growth of its student population as well
as the territorial expansion and academic development. Udelar suspended face to face activities on
March 13th, until conditions allow the return to face to face instruction safely. Udelar also established
that teaching will continue to be conducted via digital platforms for the remainder of the first semester
of 2020, incorporating appropriate student assessment for this modality, except in those cases where,
for well-founded reasons, a new calendar was established to complete course requirements. Udelar
also ensured that all students are able to study under the established modalities, directing scholarships
to ensure access to connectivity and computers. On March 16, the Udelar Academic Technical Support
Department published the Online Education Contingency Plan. The Contingency Plan noted that
maintaining educational activities in alternative modalities would be a way of generating actions that
provide information to the student and general population, occupy their time effectively, and generate
activities that minimize the sense of isolation or inactivity. In the framework of the health emergency,
and based on the institutional conditions reached, an approach focused on CARE of the entire university
community and its resources was proposed, this proposal was called Online Teaching and Learning in
Emergency Conditions. The plan consists of 4 dimensions: (1) Online Teaching and Learning in
emergency conditions; (2) Redesign of online teaching and learning; (3) Adaptation of digital systems
to the increase in demand; 4) Communication strategy.

The Academic Unit of the Education ProRectorate, developed a guide focused on curriculum
development and evaluation with the goal to mitigate, as much as possible, a generalized curriculum
backwardness that compromises the educational trajectories of most of the students and devise
alternative solutions.

The National Administration of Public Education (ANEP), together with Plan Ceibal (the OLPC program
in Uruguay), has offered a set of educational technologies to foster educational continuity. Courses were
delivered based on an open free software web conference service, called BigBlueButton, letting children
carry out activities and educational relationships between teachers and students. Families were
encouraged to accompany their children to use it during the suspension of classes. This service was
complemented with an LMS called CREA (which has been already adopted for over five years), and
also another platform specially dedicated to mathematics education, called PAM and Matific, as well as
a digital library (Biblioteca Ceibal), which is a nationwide service that provides access to more than
7,000 contents, including textbooks, recreational reading, audio stories, videos, songs, and images.

109

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

There is also an Open Educational Resources Repository, and more than 50 educational applications
included in student tablets.

The delivery modes adopted were both synchronous and asynchronous. For the design or redesign of
the online teaching and learning activity, the Udelar educational community had: (i) an open digital
learning ecosystem; (ii) a community of support and advisory; (iii) open educational resources. The
Digital Open Learning Ecosystem of the Virtual Learning Environment Program (ProEVA) combines the
LMS with multiple educational platforms and services, developed with free software, that supports
communities and individuals in the creation and use and reuse of digital content within the framework
of open educational practices. The educational technologies that compose ProEVA’s open digital
ecosystem are: Virtual Learning Environment (Moodle), web conference service (BigBlueButton),
recorded lessons and videos (OpenCast). The VLE brings together 250000 registered user profiles,
belonging to 175000 unique users, considering students, teachers, officials, foreign visitors, members
of organizations or bodies that use the VLE in the framework of cooperation. The VLE brings together
13000 courses, which contain more than 260000 resources, with an average of 25000 unique user
access per day. In the multimedia area, there are nearly 500 videos, with the most viewed exceeding
72000 views. Faculties also offered a series of educational technologies that complemented those
offered at the central level. Engagement with the open digital ecosystem includes tools available on the
web. In this sense, an appropriate selection was encouraged considering: the prioritization of the use of
free software and open formats, as well as the privacy and management of users' personal data,
avoiding those that require students to create accounts. However, to accommodate large classes (more
than 500 students), Udelar had also decided to incorporate a series of commercial solutions such as
ZOOM and Webex, which are being evaluated.

In relation to technology adoption, the number of users of the Plan Ceibal platforms at this juncture has
already grown to half a million new users. These solutions are also offered to private education
institutions, in which many schools decided to implement video-based courses that were validated by
the teaching authorities.

According to the survey carried out by the Academic Unit of the Education ProRectorate, by the end of
March, 70% of the courses began to teach theoretical and theoretical-practical distance courses and
20% were preparing to do so in the coming days. This survey also confirmed the existence of a large
contingent of teachers with a strong pedagogical commitment that was engaged in the creative redesign
of their courses. In the first days of this emergency, most of the programs developed a very dedicated,
and even personalized, work, to achieve the effective incorporation of incoming students who had just
already made contact with university life.

Lessons learned
Uruguay has an important technological infrastructure and a wide and strong public education sector
that has allowed the country to continue education. Although there have been countless problems
resulting from the diversity of conditions in which it is developed both for teachers and students. In this
sense, it is considered necessary to work from the viewpoint of care, attending to issues of diversity and
vulnerability to which this emergency situation exposed us, as individuals and as an educational
community. This approach takes into account the heterogeneous reality of teachers and students
regarding their experience with digital teaching models, the accumulation of successful experiences,
with different levels of development, the existence of a network of support and teaching teams with
experience in design and teaching with digital technologies.

Suggestions
This section provides suggestions for policymakers, schools/universities, educators, and lastly for
learners/students.

Suggestions for policymakers:
● Development of powerful public education and universal coverage from the initial level to higher
education as a human right favors the continuity of access to education in the face of
emergencies such as the current one. The development of powerful infrastructures based on
public investment favors the conditions for universal access to the internet, and educational
technology policies that provide open, free and sovereign solutions that support autonomy
against the potential problems of the market in an emergency.

110

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

Suggestions for schools/universities:
● Care: In the framework of a health emergency, a community CARE approach and resources is
needed, with the aim to mitigate the negative impact of emergency situations, give continuity to
academic activities and understand the strategy as an opportunity to raise awareness among
the population in general, and the educational institutions in particular, on how to deal with and
act in these situations. The priority is to prevent the spread, to provide reliable and clear
information on the measures to be taken, mitigate the feeling of insecurity, misinformation and
risk of infection.
● Open EdTech: It is essential to make an adequate selection of educational technology that
prioritizes the use of free software and open formats, as well as the privacy and management
of users' personal data, avoiding those that require students to create new accounts?.
● Collaboration: It is considered necessary to create a community of experts in digital technologies
in each service, to be able to accompany teachers and students during the implementation of
teaching and learning strategies that are carried out through the virtual modality during the
period of suspension of face to face classes.
● OER: In order to offer materials and courses that allow teachers to obtain didactic, pedagogical
and communicational guidelines to carry out the redesign of teaching, the creation of an open
educational resources bank for teacher training is proposed. It is also a great opportunity to
open all the educational resources of the institution, allowing students full access to them.

Suggestions for educators:
● Empathy: In the face of the emergency, it is very important to set realistic objectives, generate
proposals that consider the current moment as a society. See and recognize ourselves as
subjects. Develop online teaching and learning with simplicity, commitment, and empathy.
● Humanity: The distance modality allows multiple forms of implementation, allowing particular
ways of establishing a link between those who teach and those who learn. The invitation is to
build online proposals in which humanity emerges in greater depth than in person.
● Simplicity: Use digital technologies that are best known, give continuity to what is in
development and make proposals that allow deeper human contact. It is considered important
to decrease the transmission of content and increase interactivity and asynchronous activity,
considering not only those who are familiar and experienced in virtual teaching strategies but
also those who are experienced or have not used it before.
● Agency: It is very important to see teachers as curriculum developers. Let teachers determine
which of the contents of the curriculum are a priority, reducing the volume and replanning, and
if the course allows it, also change the order to address those contents. Also, enable teaching
strategies that are possible to be developed entirely online.
● Collaborate: It will be essential to work in teams, made up of the teachers responsible for the
subject, accompanied by teachers trained in educational and didactic technologies. Find ways
to make connections, to enhance collaboration.

Suggestions for learners/students:
● Contact: maintaining contact with your teachers and with your classmates is essential, find ways
for this to happen, using all the media that are useful to you, especially the ones you know best.
● Planning: make plans and organize your time that takes into account the learning of new media,
as well as the difficulties that you may arise in the new modalities
● Participate: try to maintain participation in synchronous and asynchronous activities, following
the rhythm and sequence proposed by the teacher.

Overall country-based evaluation
Uruguay has an important technological infrastructure and a wide and strong public education sector
that has allowed the country to continue education. Although there have been countless problems
resulting from the diversity of conditions in which it is developed both for teachers and students. Taking
into account the heterogeneous reality of teachers and students regarding their experience with teaching
models with digital technologies, a series of successful experiences have been developed that have

111

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

allowed the educational relationship to continue, first and second, the development of the curriculum
under emergency remote education conditions. This has occurred in the entire educational system, both
public and private, which makes it possible to see the health emergency impact as less problematic.
However, and beyond the important social protection measures that have been developed, they are still
insufficient. And it is expected that the economic and social impact of the pandemic will have short and
medium-term implications and may affect the educational trajectories of students and their conditions
for learning.

The important technology that Uruguay has, the massive connectivity coverage for all households based
on the state policy that the country has joined in the past 15 years has established the bases for
developing remote teaching strategies at all levels of the educational system. In addition, the educational
system had already provided educational platforms of various kinds to carry out online activities, which
made it possible to establish a basis for the development of emergency remote education, at all
educational levels.

Beyond these conditions, it is important to highlight that the digital skills of teachers and students vary
widely, as well as the social conditions in which the teaching and learning activities are carried out,
which means that there have been significant difficulties in access in some sectors of the population,
preventing or hindering access and educational continuity in some cases. Mitigation measures have
been established, such as scholarships for access to devices at the university level, or free access to
all edu.uy domains. The other aspect to consider is that most of the processes, especially in the field of
higher education, have led to transferring the face to face classroom to virtual classrooms using web
conference services, especially for those who have allowed the adoption of commercial solutions such
as Zoom or Webex. The direct translation of teaching to web conference models can be problematic in
terms of quality, as it does not meet the standards of instructional design. In the same way, some
complex aspects have not yet been resolved, such as the question of evaluation and accreditation,
especially at the higher education level, which is currently being considered how it can be developed in
the best conditions and in favor of the students.

At all educational levels, especially the public sector, access to open educational resources has been
favored as a strategy to promote access to content, not just in the face of this emergency situation. The
continuity of institutional policies that have been carried out in recent years, like the recent creation of
the Open Education Working Group in the National Public Education, have been translated into
institutional recommendations during the Covid-19 emergency, making available to the communities the
various educational contents in the open modality, prioritizing open technologies, in particular in higher
education. Although the developments achieved so far are based on open technology, they have been
threatened by the advancement of commercial platforms that have allowed to offer high-demand
services difficult to compete with using open solutions. This implies a threat in terms of privacy and
protection of personal data of students and teachers and of the entire educational community, which
must be evaluated and monitored.

Disclaimer

The views and opinions expressed in this study are those of the authors and do not necessarily reflect
the official policy or position of any affiliated agency of the authors.

Acknowledgements

We would like to thank Apostolos Koutropoulos, Bea de los Arcos, Christian Dalsgaard, George
Veletsianos, Ken Bauer Favel, and Martin Weller for their support to reach co-authors from different
countries. Besides, we appreciate the suggestions from three anonymous reviewers who provided
prompt feedbacks in a tight schedule. We also acknowledge the support of Anadolu University SRP
Commission (1905E079).

112

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

References

Adam, T. (2020, April 22). The privilege of #pivotonline: A South African perspective. Open Development
& Education. https://doi.org/10.5281/zenodo.3760383

AfDB. (2019, March 29). Uganda Economic Outlook [Text]. African Development Bank - Building Today,
a Better Africa Tomorrow. https://www.afdb.org/en/countries/east-africa/uganda/uganda-
economic-outlook

African Storybook. (2020). African Storybook. https://www.africanstorybook.org/
Ait Allouache, K. (2020, February 2). Journée internationale des femmes et des filles de science: 60%

des chercheurs sont des chercheuses. El Moudjahid.
http://www.elmoudjahid.com/fr/actualites/148273
Al-Asmari, A. M., & Khan, M. S. R. (2014). E-learning in Saudi Arabia: Past, present and future. Near
and Middle Eastern Journal of Research in Education, 2014(1), 2-11.
https://doi.org/10.5339/nmejre.2014.2
Albert, J. R. G., Santos, A. G. F., & Vizmanos, J. F. V. (2018). Profile and determinants of the middle-
income class in the Philippines. Philippine Institute for Development Studies.
https://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidsdps1820.pdf
Aldiab, A., Chowdhury, H., Kootsookos, A., Alam, F., & Allhibi, H. (2019). Utilization of Learning
Management Systems (LMSs) in higher education system: A case review for Saudi Arabia.
Energy Procedia, 160, 731-737.
Algérie Press Service. (2020, May 11). Organisation de la fin d'année scolaire: les moyennes de
passage pour les trois cycles dévoilées. APS. http://www.aps.dz/algerie/104925-organisation-
de-la-fin-d-annee-scolaire-les-moyennes-de-passage-pour-les-trois-cycles-devoilees
Algérie1. (2018, May 26). Algérie: Plus de 60 % des étudiants sont des filles.
https://www.algerie1.com/societe/algerie-plus-de-60-des-etudiants-sont-des-filles
Alleche, A. (2019, February 1). L’Algérie 20ème pays à la plus grande croissance d’utilisateurs
d’internet. Geeky Algeria. http://geekyalgeria.com/algerie-pays-croissance-internautes-2019/
Al-Ohali, Y., Alhojailan, M., Palavitsinis, N., Najjar, J., Koutoumanos, A., & AlSuhaibani, A. (2020).
Human Factors in Digital Transformation of Education: Lessons Learned from the Future Gate
at Saudi K-12. In International Conference on Applied Human Factors and Ergonomics (pp. 52-
64). Springer. https://doi.org/10.1007/978-3-030-20135-7_5
Ambrosino, A., & Aranciaga, I. (2017). Educación a distancia: una investigación prospectiva de
contextos institucionales emergentes en Argentina. En Silva Juan (Ed.), Investigación,
Innovación y Tecnologías. La triada para transformar los procesos formativos (pp 30-38).
Editorial USACH.
Anguyo, I., & Storer, L. (2020, April 9). Covid-19 leaves Kampala and Ugandan cities unrecognisable.
Africa at LSE. https://blogs.lse.ac.uk/africaatlse/2020/04/09/kampala-epidemic-un-ugandan-
society-in-times-covid-19/
Aragon Government Page. (n.d.) Escuela Rural en Casa (Rural School at Home)
https://wp.catedu.es/escuelaruralencasa/
Archambault, L., & Borup, J. (2020). Coming Together as a Research Community to Support Educators
and Students in K-12 Online and Emergency Remote Settings. Journal of Online Learning
Research, 6(1), 1-3. https://www.learntechlib.org/p/216154/
Bali, M. (2020a, April 16). Care is not a fad: Care beyond COVID-19. Reflecting Allowed.
https://blog.mahabali.me/pedagogy/critical-pedagogy/care-is-not-a-fad-care-beyond-covid-19/
Bali, M. (2020b, May 13). Literacies Teachers Need During Covid-19. Al-Fanar Media. https://www.al-
fanarmedia.org/2020/05/literacies-teachers-need-during-covid-19/
Bali, M., & Aboulmagd, N. (in press). Professional Development in Higher Education (Egypt). In M.
Toprak (Regional Ed), W. James Jacob (Ed) and Weiyan Xiong (Ed). Bloomsbury Education
and Childhood Series. [eBook]
Bandiera, O., Buehren, N., Goldstein, M. P., Rasul, I., & Smurra, A. (2019). The economic lives of young
women in the time of ebola: lessons from an empowerment program (No. WPS8760; pp. 1–80).
The World Bank.
http://documents.worldbank.org/curated/en/452451551361923106/The-Economic-Lives-of-
Young-Women-in-the-Time-of-Ebola-Lessons-from-an-Empowerment-Program
Baran, E., Correia, A. P., & Thompson, A. (2013). Tracing successful online teaching in higher
education: Voices of exemplary online teachers. Teachers College Record, 115(3), 1-41.
https://www.tcrecord.org/content.asp?contentid=16896
Bartlett, L., & Vavrus, F. (2016). Rethinking case study research: A comparative approach. Taylor &
Francis.

113

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning (2nd ed.).
https://opentextbc.ca/teachinginadigitalage/

Bates, T. (2020). Crashing into online learning: a report from five continents – and some conclusions.
https://www.tonybates.ca/2020/04/26/crashing-into-online-learning-a-report-from-five-
continents-and-some-conclusions/

Batty, D. (2020, March 18). Cambridge colleges criticised for asking students to leave over coronavirus.
The Guardian. https://www.theguardian.com/education/2020/mar/18/cambridge-colleges-
criticised-for-asking-students-to-leave-over-coronavirus

Batty, D., & Hall, R. (2020). No campus lectures and shut student bars: UK universities' £1bn struggle
to move online. The Guardian. https://www.theguardian.com/education/2020/apr/25/degrees-
of-separation-can-universities-adapt-in-the-rush-to-online-learning

BBC News. (2020, February 26). Un premier cas de coronavirus en Algérie. BBC News Afrique.
https://www.bbc.com/afrique/region-51642396

Beaudoin, M. F. (2007). Dissecting the African Digital Divide: Diffusing e-learning in sub-Saharan Africa.
E-Learning, 4(4), 12.

Beirne, E. (2020). What a feeling! A multistage, multimethod investigation of emotions and their
antecedents in an Irish Language MOOC. PhD Thesis, Dublin City University.

Bekele, T. A. (2019). Trends in Higher Education (Egypt). In M. Toprak (Regional Ed), W. James Jacob
(Ed) and Weiyan Xiong (Ed). Bloomsbury Education and Childhood Series. [eBook]
https://doi.org/10.5040/9781350996298.0024

Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347-364.
https://doi.org/10.1007/bf00138871

Black, S. (2020, April 30). OPINIONISTA: Covid-19 has given us the breathing space to fix our broken
education system. Daily Maverick. https://www.dailymaverick.co.za/opinionista/2020-04-30-
covid-19-has-given-us-the-breathing-space-to-fix-our-broken-education-system/

BOE - Official Bulletin of the Spanish State (2020). Características, el diseño y el contenido de la
evaluación de Bachillerato para el acceso a la Universidad.
https://www.boe.es/buscar/pdf/2020/BOE-A-2020-4576-consolidado.pdf

Bol, T. (2020). Inequality in homeschooling during the corona crisis in The Netherlands. First results
from the LISS panel. https://doi.org/10.31235/osf.io/hf32q

Bond, M., Zawacki-Richter, O., & Nichols, M. (2019). Revisiting five decades of educational technology
research: A content and authorship analysis of the British Journal of Educational Technology.
British Journal of Educational Technology, 50(1), 12–63. https://doi.org/10.1111/bjet.12730

Bondarenko, N. V., Gochberg, L. M., & Kovaleva, N.V. (2019). Education in Numbers: 2019: A Statistical
Summary. High School of Economics. https://issek.hse.ru/mirror/pubs/share/326742968

Borzekowski, D. L. G. (2018). A quasi-experiment examining the impact of educational cartoons on
Tanzanian children. Journal of Applied Developmental Psychology, 54(2018), 53–59.
https://doi.org/10.1016/j.appdev.2017.11.007

Bozkurt, A. (2017). Türkiye’de uzaktan eğitimin dünü, bugünü ve yarını. Açık Öğretim Uygulamaları ve
Araştırmaları Dergisi (AUAd), 3(2), 85-124.
https://dergipark.org.tr/en/pub/auad/issue/34117/378446

Bozkurt, A. (2019a). From distance education to open and distance learning: A holistic evaluation of
history, definitions, and theories. In S. Sisman-Ugur, & G. Kurubacak (Eds.), Handbook of
Research on Learning in the Age of Transhumanism (pp. 252-273). Hershey, PA: IGI Global.
https://doi.org/10.4018/978-1-5225-8431-5.ch016

Bozkurt, A. (2019b). Intellectual roots of distance education: a progressive knowledge domain analysis.
Distance Education, 40(4), 497-514. https://doi.org/10.1080/01587919.2019.1681894

Bozkurt, A. (2019c). The historical development and adaptation of open universities in Turkish context:
Case of Anadolu university as a giga university. International Review of Research in Open and
Distributed Learning, 20(4), 36-59. https://doi.org/10.19173/irrodl.v20i4.4086

Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to
CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi.
https://doi.org/10.5281/zenodo.3778083

Brander, K. (2020). The digital irony of the coronavirus crisis – opinion.
https://www.jpost.com/opinion/the-digital-irony-of-the-coronavirus-crisis-opinion-622048.

Brown, M. (2020a). The new digital university: Reflections on a week that changed Irish higher
education. https://www.linkedin.com/pulse/new-digital-university-reflections-week-changed-
irish-mark-brown

Brown, M. (2020b). Digital transformation and innovation in education: Embracing a new qualification.
Invited presentation at EADTU-EU Online Summit 2020, 30th April.

114

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

Brown, M., Costello, E., & Nic Giolla Mhichil, M. (2020). The good, the bad and the ugly of teaching
online. https://www.icde.org/icde-blog

Burgess, S., & Sievertsen, H. H. (2020, April 1). Schools, skills, and learning: The impact of COVID-19
on education. VOX. https://voxeu.org/article/impact-covid-19-education

CDC (2020). CDC COVID data tracker. Centers for Disease Control and Prevention
https://www.cdc.gov/covid-data-tracker/index.html

Cela, J. M., Esteve-González, V., Esteve-Mon, F., González, J., & Gisbert, M. (2017). El docente en la
sociedad digital: Una propuesta basada en la pedagogía transformativa y en la tecnología
avanzada. Profesorado, 21, 403–422.

Chicago Tribune (2020, April 7). Coronavirus updates: Brazil emerging as potentially next big hot spot
as death toll worldwide tops 200,00 [Web site]. Chicago Tribune.
https://www.chicagotribune.com/coronavirus/ct-nw-coronavirus-world-updates-20200427-
jqkoknes5faplf3rvwpibodcya-story.html

ChildMindMinute. (n.d.). Coping During Covid-19, Resources for Parent. The Child Mind Institute.
https://childmind.org/coping-during-covid-19-resources-for-parents/

Chiodini, J. (2020). Online learning in the time of COVID-19. Travel Medicine and Infectious Disease,
34(2020), 101669. https://doi.org/10.1016/j.tmaid.2020.101669

Chng, L. K. (2019). Learning Emotions in E-learning: How Do Adult Learners Feel?. Asian Journal of
Distance Education, 14(1), 34-46.

Cleveland-Innes, M., & Campbell, P. (2012). Emotional presence, learning, and the online learning
environment. The International Review of Research in Open and Distributed Learning, 13(4),
269-292. https://doi.org/10.19173/irrodl.v13i4.1234

Cluver, L., Lachman, J. M., Sherr, L., Wessels, I., Krug, E., Rakotomalala, S., Blight, S., Hillis, S.,
Bachmand, G., Green, O., Butchart, A., Tomlinson, M., Ward, C., Doubt, J., & McDonald, K.
(2020). Parenting in a time of COVID-19. Lancet, 395:e64. https://doi.org/10.1016/S0140-
6736(20)30736-4

Commonwealth of Learning. (2020, April 20). International Partnership of Distance and Online Learning
for COVID-19 Launched. Commonwealth of Learning. https://www.col.org/news/press-
releases/international-partnership-distance-and-online-learning-covid-19-launched

Concerned Academics. (2020). Public Universities with a Public Conscience: A Proposed
Plan.https://drive.google.com/file/d/1tyiyKND-5xT1W2BNaYZ43yCJmWb7Y-
vR/view?usp=embed_facebook

Consejo Nacional de Evaluación de la Política de la Política de Desarrollo Social (CONEVAL). (n.d.).
Pobreza en México. https://www.coneval.org.mx/Medicion/Paginas/PobrezaInicio.aspx

Cosgriff, C. V., Ebner, D. K., & Celi, L. A. (2020). Data sharing in the era of COVID-19. The Lancet.
https://doi.org/10.1016/S2589-7500(20)30082-0

COVID-19 South African Online Portal (2020a). Update on Covid-19.
https://sacoronavirus.co.za/2020/05/01/update-on-covid-19-1st-may-2020/.

COVID-19 South African Online Portal (2020b). COVID-19 in Africa: insights from our 30 April WHO
media briefing. https://sacoronavirus.co.za/2020/04/30/covid-19-in-africa-insights-from-our-
30-april-who-media-briefing/.

Crabbendam, J., & Goes, D. (2020). Distance education. A study into the experiences of students with
distance education in response to the corona crisis (Onderwijs op afstand. Een onderzoek naar
de ervaringen van studenten met afstandsonderwijs naar aanleiding van de coronacrisis). LSvB,
Utrecht. https://lsvb.nl/wp-content/uploads/2020/05/Rapport-afstandsonderwijs-1-1.pdf

Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches.
Sage. https://doi.org/10.1177/1524839915580941

Cronin, C. (2017). Openness and Praxis: Exploring the Use of Open Educational Practices in Higher
Education. The International Review of Research in Open and Distributed Learning, 18(5).
https://doi.org/10.19173/irrodl.v18i5.3096

Daily Monitor. (2013). 90% UPE pupils can’t read—Report.
https://www.monitor.co.ug/News/National/90--UPE-pupils-can-t-read---report/688334-
2109860-taxsf5/index.html

Daily Monitor. (2020, March 31). Uganda put under curfew over Covid-19. Daily Nation.
https://www.nation.co.ke/news/africa/Uganda-placed-under-curfew-over-Covid-19/1066-
5509546-y6jh2d/index.html

Davey, W. (2020, April 28). Zoom Gets Stuffed: Here’s How Hackers Got Hold Of 500,000 Passwords.
Forbes. https://www.forbes.com/sites/daveywinder/2020/04/28/zoom-gets-stuffed-heres-how-
hackers-got-hold-of-500000-passwords/

115

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

Denzin, N. K. (1978). The Research Act: A Theoretical Introduction to Sociological Methods and

Practice. Sage.

Department of Education and Skills. (2019). Key statistics.

https://www.education.ie/en/Publications/Statistics/Key-Statistics/key-statistics-2018-2019.pdf
Department of Education and Skills. (2016). Ireland’s National Skills Strategy 2025.

https://www.education.ie/en/Publications/Policy-Reports/pub_national_skills_strategy_2025.pdf

Depoux, A., Martin, S., Karafillakis, E., Preet, R., Wilder-Smith, A., & Larson, H. (2020). The pandemic

of social media panic travels faster than the COVID-19 outbreak. Journal of Travel Medicine,

27(3), 1-2. https://doi.org/10.1093/jtm/taaa031

Devercelli, A. (2020). Supporting the youngest learners and their families in the COVID-19 (Coronavirus)

response. World Bank. https://blogs.worldbank.org/education/supporting-youngest-learners-

and-their-families-covid-19-coronavirus-response

Dewey, J. (1938). Experience & education. Simon and Schuster.

Djuraskovic, I., & Arthur, N. (2011). Heuristic inquiry: A personal journey of acculturation and identity

reconstruction. The Qualitative Report, 15(6), 1569-1593.

Douglass, B. G., & Moustakas, C. E. (1985). Heuristic inquiry: The internal search to know. Center for

Humanistic Studies. https://doi.org/10.1177/0022167885253004

DRC (2020, April). Measuring the experience of employees and students about work and distance study

during the Corona 19-COVID pandemic. DRC (Report).

https://drc.today/uploads/remote_work_report.pdf

Dye, C., Bartolomeos, K., Moorthy, V., & Kieny, M. P. (2020). Data sharing in public health emergencies:

a call to researchers. Bulletin of the World Health Organization.

http://dx.doi.org/10.2471/BLT.16.170860
Educación 3.0. (n.d.). Educación 3.0. https://www.educaciontrespuntocero.com/

Educalab Blog. (2013, April 16). Plan de Cultura Digital en la Escuela (Plan Digital Culture for the

School). http://blog.educalab.es/intef/2013/04/16/plan-de-cultura-digital-en-la-escuela/
Educpros. (2020). Confinement : Les établissements du supérieur fermés «jusqu’à l’été».

https://www.letudiant.fr/educpros/actualite/confinement-les-etablissements-du-superieur-

fermes-jusqu-a-l-ete.html

Edul@b Research Group. (2020a). Decalogue for an unexpected online teaching.

http://edulab.uoc.edu/en/2020/03/16/decalogo-para-docencia-linea-inesperada/

Edul@b Research Group. (2020b). Open Webinars (in Streaming on Youtube) Emergency remote

teaching. http://edulab.uoc.edu/en/2020/04/06/first-open-webinar-teaching-and-learning-

online-overcoming-social-distance/

Farrell, O., Brunton, J., Costello, E., Conole, G., Donlon, E., & Trevaskis, S. (2019). #OpenTeach: Rising

to the challenge of supporting part-time online teachers. Presentation at ESAI 2019, Education

in Times of Change, Choice and Challenge, Sligo, 11-13 April.

https://www.researchgate.net/publication/332682734_OpenTeach_Rising_to_the_challenge_o

f_supporting_part-time_online_teachers
Fazackerley, A. (2020, March 11). Complete shutdown of UK universities due to Covid-19 “impossible.”

The Guardian. https://www.theguardian.com/education/2020/mar/11/coronavirus-complete-

shutdown-uk-universities-impossible
Fernández, J. M., & Rodríguez, A. (2017). TIC y diversidad funcional: Conocimiento del profesorado.

EJIHPE, 7, 157–175.

Foster, R. L. (1997). Addressing epistemologic and practical issues in multimethod research: A
procedure for conceptual triangulation. Advances in Nursing Science, 20(2), 1–12.

https://doi.org/10.1097/00012272-199712000-00002
Frau-Meigs, D. (2020). Pédagogie à distance: Les enseignements du e‑confinement. The Conversation.

http://theconversation.com/pedagogie-a-distance-les-enseignements-du-e-confinement-

137327

Freire, P. (1994). Pedagogy of hope: Reliving pedagogy of the oppressed. Continuum.
FUN. (2020). Se former en liberté. https://www.fun-mooc.fr/
G1. (2020, March 27). Universidades públicas suspendem aulas virtuais em meio ao coronavírus;

particulares se mobilizam contra redução de mensalidades.

https://g1.globo.com/educacao/noticia/2020/03/27/universidades-publicas-suspendem-aulas-

virtuais-em-meio-ao-coronavirus-particulares-se-mobilizam-contra-reducao-de-

mensalidades.ghtml
G1. (2020, March 4). Coronavírus: veja a cronologia da doença no Brasil.

https://g1.globo.com/bemestar/coronavirus/noticia/2020/04/06/coronavirus-veja-a-cronologia-

da-doenca-no-brasil.ghtml

116

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

Gilliot, J.-M. (2020). Enseigner à distance en situation d’urgence – Ce n’est pas de l’enseignement en
ligne, C’est une mutation! Techniques innovantes pour l’enseignement supérieur.

https://tipes.wordpress.com/2020/04/10/enseigner-a-distance-en-situation-durgence-ce-nest-

pas-de-lenseignement-en-ligne-cest-une-mutation/

Global Partnership for Education. (2020). Joint solidarity letter to the African Union: The impact of
COVID-19 on girls’ education and child marriage. Global Partnership for Education.

https://www.globalpartnership.org/news/joint-solidarity-letter-african-union-impact-covid-19-

girls-education-and-child-marriage Sanitaria.
Gobierno de México. (2020a, January). Coronavirus. https://coronavirus.gob.mx/
Gobierno de México. (2020b, April 3). Medidas de Seguridad

https://coronavirus.gob.mx/medidas-de-seguridad-sanitaria/

GOI. (2019). All India Survey on Higher Education 2018-19. Ministry of Human Resource Development,

Department of Higher Education, New Delhi.

http://www.aishe.gov.in/aishe/viewDocument.action?documentId=262

GOI. (2020). Covid-19 Dashboard. https://www.mygov.in/covid-19/

Government of the Republic of the Namibia - The Presidency. (2020, 24th March). Briefing Statement

By His Excellency The President Dr. Hage G. Geingob On Covid-19 National Response

Measures.

http://www.op.gov.na/documents/84084/992643/S24PresidentGeingobCOVID19AdditionalMe

asures240320.pdf/ebfe91a3-e956-4aaf-abda-b8b6e17b6524

Government of the Republic of the Namibia - The Presidency. (2020, 30th April). Statement By His

Excellency The President Dr. Hage G. Geingob At A Media Briefing On The Partial Lifting Of

The Lockdown Restrictions.

http://www.op.gov.na/documents/84084/1007618/Statement+by+President+Hage+G.+Geingo

b+-+COVID19+Update+-+30+April+2020.pdf/4a7ce5e5-c21a-4158-ba19-885845c9a503

Hammond, A. (2020). Laptops for all NSFAS students. Skillsportal.

https://www.skillsportal.co.za/content/laptops-all-nsfas-students.

Harashim, L. (2020). Summarising discussion on the Facebook post of Ramesh Sharma, 11 April 2020.

https://www.facebook.com/rc4u2nv
Haßler, B. (2020). Continue or reboot? Overarching options for education responses to COVID-19 in

low- and middle-income countries. Zenodo. https://doi.org/10.5281/zenodo.3753513
Haßler, B., Khalayleh, A., McBurnie, C., Adam, T., & Allier-Gagneur, Z. (2020, May 11). Who has what?

Assessing who has access to what devices in the education response to the COVID-19

pandemic. Open Development & Education. https://opendeved.net/2020/05/11/who-has-

what-assessing-who-has-access-to-what-devices/

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency

Remote Teaching and Online Learning. EDUCAUSE Review.

https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-

and-online-learning

Hooks, B. (2003). Teaching community: A pedagogy of hope. Routledge.

Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., & Wang, H. (2020). Handbook on Facilitating Flexible

Learning During Educational Disruption: The Chinese Experience in Maintaining Undisrupted

Learning in COVID-19 Outbreak. Smart Learning Institute of Beijing Normal University.

https://iite.unesco.org/wp-content/uploads/2020/03/Handbook-on-Facilitating-Flexible-

Learning-in-COVID-19-Outbreak-SLIBNU-V1.2-20200315.pdf

Inspectie van het onderwijs (2020a). Covid-19 monitor.

https://www.onderwijsinspectie.nl/onderwerpen/afstandsonderwijs-tijdens-covid-19

Inspectie van het onderwijs (2020b). De Staat van het Onderwijs 2020.

https://www.onderwijsinspectie.nl/documenten/rapporten/2020/04/22/staat-van-het-onderwijs-

2020
Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) (2018a). Dados do

censo escolar. http://portal.inep.gov.br/artigo/-

/asset_publisher/B4AQV9zFY7Bv/content/dados-do-censo-escolar-mais-de-77-das-escolas-

brasileiras-de-ensino-fundamental-anos-finais-sao-publicas/21206
Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) (2018b). Dados do

censo da educação superior. http://portal.inep.gov.br/artigo/-

/asset_publisher/B4AQV9zFY7Bv/content/dados-do-censo-da-educacao-superior-as-

universidades-brasileiras-representam-8-da-rede-mas-concentram-53-das-matriculas/21206

117

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

Instituto Nacional para la Evaluación de la Educación en México (INEE). (2019, November). La
Educación Obligatoria en México: Informe 2019.

https://www.inee.edu.mx/medios/informe2019/stage_01/tem_05.html

International Energy Agency (2020, April 1). Global Energy Review 2020.

https://www.iea.org/reports/global-energy-review-2020

Internet World Stats (2020). World Internet Users and 2020 Population Stats.

https://www.internetworldstats.com/stats2.htm

Irish Universities Association. (2020). Academic integrity and online assessment. https://www.iua.ie/wp-

content/uploads/2020/04/Academic-Integrity-in-Online-Assessment_COVID19.pdf
Jansen, J. (2020, April 9). Let’s face facts, the 2020 school year is lost. So what to do?.

https://select.timeslive.co.za/ideas/2020-04-09-lets-face-facts-the-2020-school-year-is-lost-so-

what-to-do/

Javira Ssebwami. (2020, April 23). FULL SPEECH: Education Minister Janet Museveni orders on school

term, tertiary institutions. PML Daily. https://www.pmldaily.com/news/education/2020/04/full-

speech-education-minister-janet-museveni-orders-on-school-term-tertiary-institutions.html

Jonas, N. (2017). Breakdown of the number of schools in Ghana [Infographic].

http://citifmonline.com/2017/09/breakdown-of-the-number-of-schools-in-ghana-infographic/

Jung, I. (2019). Introduction to theories of open and distance education. In Insung Jung (Ed.), Open and

distance theory revisited: Implications for the digital era (pp. 1-9). Singapore: Springer.

https://doi.org/10.1007/978-981-13-7740-2_1

Kerres, M. (2020). Against All Odds: Education in Germany Coping with Covid-19. Postdigital Science

and Education, 1-5. https://doi.org/10.1007/s42438-020-00130-7
Khalil, M., Prinsloo, P., & Slade, S. (2018). User Consent in MOOCs – Micro, Meso, and Macro

Perspectives. International Review of Research in Open and Distributed Learning, 19(5).

https://doi.org/10.19173/irrodl.v19i5.3908

Kitchener, C. (2020, April 24). Women academics seem to be submitting fewer papers during
coronavirus. ‘Never seen anything like it,’ says one editor. The Lily.

https://www.thelily.com/women-academics-seem-to-be-submitting-fewer-papers-during-

coronavirus-never-seen-anything-like-it-says-one-editor/

KnowIndia. (2020). India at a glance. https://knowindia.gov.in/profile/india-at-a-glance.php

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?.

Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

https://doi.org/10.1177/002205741319300303

Korugrendo, P. L., & Benson, T. (2011). Food for Education Programs: Lessons for Uganda.

International Food Policy Research Institute.

https://reliefweb.int/sites/reliefweb.int/files/resources/ussppn13.pdf

Koseoglu, S., & Bozkurt, A. (2018). An exploratory literature review on open educational practices.
Distance Education, 39(4), 441–461. https://doi.org/10.1080/01587919.2018.1520042

Koseoglu, S., Bozkurt, A., & Havemann, L. (2020). Critical Questions for Open Educational Practices.

Distance Education, 41(2). https://doi.org/10.1080/01587919.2020.1775341 L’Université
L’Université Numérique. (2020). Ressources Pédagogiques Libres et Gratuites. Cataluña.

Numérique. http://univ-numerique.fr/
La Vanguardia. (2020). Coronavirus, Primer caso en

https://www.lavanguardia.com/vida/20200225/473782485232/coronavirus-primer-caso-

cataluna.html

Lambert, S. R. (2020). Australian Higher Education Institutional responses to COVID19. Figshare.

Dataset. https://doi.org/10.6084/m9.figshare.12195861.v1

Lambert, S. R. (2018). Changing our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open

Education. Journal of Learning for Development , 5(3).

https://jl4d.org/index.php/ejl4d/article/view/290

Lambert, S. R. (2019). Six critical dimensions: A model for widening participation in open, online and
blended programs. Australasian Journal of Educational Technology, 35(6), 161–182.

https://doi.org/10.14742/ajet.5683

Liberman, J., Levin, V., & Luna-Bazaldua, D. (2020, April 27). Are students still learning during COVID-

19? Formative assessment can provide the answer. World Bank Blogs.

https://blogs.worldbank.org/education/are-students-still-learning-during-covid-19-formative-

assessment-can-provide-answer
Litamine, K. (2020, March 25). Coronavirus en Algérie: 302 cas confirmés dont 21 morts. Algérie Eco.

https://www.algerie-eco.com/2020/03/25/coronavirus-en-algerie-le-bilan-monte-a-302-cas-

confirmes-dont-21-morts/

118

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

Litto, F. (2020, April 1). A solução para o distanciamento social está à mão: EAD. Informe Digital da
Associação Brasileira de Educação a Distância – ABED.

http://www.abed.org.br/arquivos/A_solucao_para_o_distanciamento_social_esta_a_mao_EA

D_Fredric_Litto.pdf

Liyanagunawardena, T., Williams, S., & Adams, A. (2013). The Impact and reach of MOOCs: A
developing countries’ perspective. ELearning Papers, 33. http://centaur.reading.ac.uk/32452/

Mafabi, D., & Mbabaali, D. (2017). Uganda is second in the world with pupils who can’t count—Study.

Daily Monitor. https://www.monitor.co.ug/News/National/Uganda-second-world-pupils-who-

can-t-count---study--/688334-4120526-1btrjb/index.html
Maghreb, R. (2020, March 26). Création de la Commission de suivi du coronavirus Pour une

communication "transparente" et "fiable". Le Maghreb.

https://www.lemaghrebdz.com/?page=detail_actualite&rubrique=Nation&id=99569
Manskar, N. (2020, April 22). Zoom will let users report ‘Zoom-bombing’ straight from the app. New York

Post. https://nypost.com/2020/04/22/zoom-to-let-users-report-zoom-bombing-straight-from-

the-app/

Marketwatch News. (2020, April 15). Museveni Extends COVID-19 Lockdown By 21 Days.

https://www.marketwatch.com/press-release/museveni-extends-covid-19-lockdown-by-21-

days-2020-04-15?mod=mw_more_headlines&tesla=y

Matovu, M. (2020, April 16). Ministry of Education to announce new dates for reopening of schools. Nile

Post. https://nilepost.co.ug/2020/04/16/ministry-of-education-to-announce-new-dates-for-

reopening-of-schools/

McBurnie, C. (2020, April 8). The Role of Interactive Radio Instruction in the COVID-19 Education

Response. Open Development & Education. https://opendeved.net/2020/04/08/the-role-of-

interactive-radio-instruction-in-the-covid-19-education-response/
McBurnie, C., Adam, T., Kaye, T., & Haßler, B. (2020). Zero-rating educational content in low- and

middle-income countries [The EdTech Hub Helpdesk Response].

https://doi.org/10.5281/zenodo.3784940

MCIT. (2018, April). ICT indicators in brief. Ministry of Communication and Information Technology.

www.mcit.gov.eg/Upcont/Documents/Publications_362018000_ICT%20Indicators_inbrief_%2

0April_2018_EN.pdf

Medina Bravo, C. J. (2018). Country Report on ICT in Education: Spain. European Schoolnet.

http://www.eun.org
Medina, J., & Lerer, L. (2020, April 22). When Mom’s Zoom Meeting Is the One That Has to Wait.

https://www.nytimes.com/2020/04/22/us/politics/women-coronavirus-2020.html
Mehenni, O. (2020, January 20). L’utilisation de l’internet mobile explose en Algérie, avec une forte

consommation de vidéos. Algérie Eco. https://www.algerie-eco.com/2020/01/20/lutilisation-

linternet-mobile-explose-algerie-forte-consommation-videos/

Mehwish, K. (2019). Education in Ghana. World Education News + Reviews.

https://wenr.wes.org/2019/04/education-in-ghana
MENJ. (2019). L’éducation nationale en chiffres 2019. Ministère de l’Education Nationale et de la

Jeunesse. https://www.education.gouv.fr/l-education-nationale-en-chiffres-2019-6551
Milad, D., & Domenicucci, J. (Éds.). (2017). La confiance à l’ère numérique. Berger-Levrault.

Miller, E. D. (2020). The COVID-19 Pandemic Crisis: The Loss and Trauma Event of Our Time. Journal

of Loss and Trauma, 1-13. https://doi.org/10.1080/15325024.2020.1759217
Mocquet, B. (2020). Gouvernance, numérique et enseignement supérieur. Presses des Mines.

https://www.pressesdesmines.com/produit/gouvernance-numerique-et-enseignement-

superieur/
MoE. (n.d.). Programme “Aprendemos en Casa”. https://aprendoencasa.educacion.es/aprendemos-en-

casa/

MoE. (n.d.). Statistics Page, https://www.educacionyfp.gob.es/servicios-al-ciudadano/estadisticas.html
MoE. (n.d.). destacados (“Highlights”) - https://www.educacionyfp.gob.es/destacados/covid19.html

MoES. (2020a). Framework for provision of Continued Learning During the Covid-19 Lock Down.

Ministry of Education and Sports. http://www.education.go.ug/wp-

content/uploads/2020/04/Final-version-of-the-framework-17.4.20.pdf

MoES. (2020b). Preparedness and Response Plan for COVID19. Ministry of Education and Sports.
MoH. (2020, February 11). Status of Uganda’s preparedness on the 2019-Coronavirus Outbreak. WHO

- Regional Office for Africa. https://www.afro.who.int/news/status-ugandas-preparedness-2019-

coronavirus-outbreak

Mohamed, R. Y., Skinner, M., & Trines, S. (2019, February). Education in Egypt. World Education News

+ Reviews. https://wenr.wes.org/2019/02/education-in-egypt-2

119

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

Mokhoali, V. (2020, April 20). Boycott e-learning until all students are brought on board—Sascoc.
https://ewn.co.za/2020/04/20/boycott-e-learning-until-all-students-are-brought-on-board-
sascoc

Monash University. (2020). Rapid response report: After Covid-19: The long-term impacts of the
Coronavirus crisis on education. https://cog-live.s3-ap-southeast-
2.amazonaws.com/n/1271/2020/Mar/31/rSYcIRg7jv0K1fmxUr1s.pdf

Moore, M. (1997). Theory of transactional distance. In Keegan, D. (Ed.), Theoretical Principles of
Distance Education (pp. 22-38). Routledge.

Moore, M. G. (2013). The theory of transactional distance. In M. G. Moore (Ed.) Handbook of Distance
Education (3rd ed., pp. 66-85). Routledge.

Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning. Cengage
Learning.

Moorthy, V., Henao Restrepo, A. M., Preziosi, M., & Swaminathan, S. (2020). Data sharing for novel
coronavirus (COVID-19). Bulletin of the World Health Organization, 98(3), 150
http://dx.doi.org/10.2471/BLT.20.251561

Moustakas, C. E. (1990). Heuristic research: Design, methodology, and applications. Newbury Park,
CA: Sage.

Mulengera News. (2020, May 6). MTN Uganda Offers Makerere Students, Lecturers Free Access to
Online Study Platforms. https://mulengeranews.com/mtn-uganda-offers-makerere-students-
lecturers-free-access-to-online-study-platforms/

Mutavati, A., Zaman, M., & Olajide, D. (2020, April 27). Fighting the ‘shadow pandemic’ of violence
against women & children during COVID-19. Africa Renewal.
https://www.un.org/africarenewal/web-features/coronavirus/fighting-%E2%80%98shadow-
pandemic%E2%80%99-violence-against-women-children-during-covid-19

Namwanje, S. (2020, February 25). Government struggles to improve the quality of teachers. Nile Post.
https://nilepost.co.ug/2020/02/25/government-struggles-to-improve-quality-of-teachers/

NAB. (2020). Accredited tertiary institutions. http://www.nab.gov.gh/
National Center for Education Statistics (2020). Fast facts: Back to school statistics.

https://nces.ed.gov/fastfacts/display.asp?id=372
National Forum for the Enhancement of Teaching and Learning in Higher Education (2020a). Irish

National Digital Experience (INDEx) Survey: Findings from students and staff who teach in
higher education. May 7th. https://www.teachingandlearning.ie/publication/irish-national-digital-
experience-index-survey-findings-from-students-and-staff-who-teach-in-higher-education/
National Forum for the Enhancement of Teaching and Learning in Higher Education (2020b). 10 Ways
to Ensure Online Assessment is Accessible and Inclusive. 24th March.
https://www.teachingandlearning.ie/resource/10-ways-to-ensure-online-assessment-is-
accessible-and-inclusive/
National Institute for Digital Learning (2020a). Schools out: Diary on an incredible week that changed
Irish education. NIDL blog post, 20th March. https://nidl.blog/2020/03/20/schools-out-diary-on-
an-incredible-week-that-changed-irish-education/
National Institute for Digital Learning (2020b). Swifting moving to teaching online: Resource bank
[website]. https://www.dcu.ie/nidl/resources/Swiftly-Moving-Online-Coronavirus.shtml
National Institute for Digital Learning (2020c). Guide to teaching evaluation: Getting the best out of your
reflections.
https://www.dcu.ie/sites/default/files/connected/dcu_teaching_evaluation_guide_2020.pdf
Nature Human Behaviour (2020). Science in the time of COVID-19. Nature Human Behaviour, 4, 327–
328. https://doi.org/10.1038/s41562-020-0879-9
Ndhine, F. (2020, April 3). Roles of Parents in their Child’s Education During COVID-19 and Thereafter.
Nova Pioneer. https://www.novapioneer.com/kenya/blog/roles-of-parents-in-their-childs-
education-during-covid-19-and-thereafter/
New Vision. (2020, March 18). As It Happened | Museveni Address On Coronavirus.
https://www.newvision.co.ug/new_vision/news/1516707/-live-museveni-addresses-nation-
coronavirus
NITA. (2018). The National Information Technology Survey 2017/18, The Collaboration on International
ICT Policy for East and Southern Africa (CIPESA).
Ní Shé, C., Farrell, O., Brunton, J., Costello, E., Donlon, E., Trevaskis, S., & Eccles, S. (2019). Teaching
online is different: critical perspectives from the literature. Dublin: Dublin City University.
https://doi.org/10.5281/zenodo.3479402
Noddings, N. (2012). The caring relation in teaching. Oxford Review of Education, 38(6), 771-781.
https://doi.org/10.1080/03054985.2012.745047

120

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

Nordling, L. (2020). South Africa flattens its coronavirus curve – and considers how to ease restrictions.
Sciencemag. https://www.sciencemag.org/news/2020/04/south-africa-flattens-its-coronavirus-
curve-and-considers-how-ease-restrictions.

OECD. (2015). Education at a glance 2015: OECD indicators. OECD Publishing.
https://doi.org/10.1787/eag-2015-46-en

OECD. (2019a). Education at a Glance 2019: OECD indicators. OECD Publishing.
https://doi.org/10.1787/f8d7880d-en.

OECD. (2019b). Higher Education in Mexico: Labour Market Relevance and Outcomes.
https://www.oecd-ilibrary.org/education/higher-education-in-mexico_9789264309432-en

Official Ministry of Health page (n.d.).
https://www.mscbs.gob.es/en/profesionales/saludPublica/ccayes/alertasActual/nCov-
China/situacionActual.htm

Olcott, Jr., D. (2020). The Leadership Imperative: Back to the Future after the Corona-19 Pandemic.
https://www.icde.org/icde-blog/2020/4/17/the-leadership-imperative-back-to-the-future-after-
the-corona-19-pandemic

Open Stats Coronavirus. (2020, May 11). Coronavirus. Nombre de cas en Algérie, Mis à jour
quotidienne. https://www.coronavirus-statistiques.com/stats-pays/coronavirus-nombre-de-cas-
en-algerie/

Oppermann, M. (2000). Triangulation - A methodological discussion. International Journal of Tourism
Research, 2(2), 141-145. https://doi.org/10.1002/(sici)1522-1970(200003/04)2:2%3C141::aid-
jtr217%3E3.0.co;2-u

Ossiannilsson, E. (2020). After Covid19, some challenges for universities. In A. Tlili, D. Burgos & A.
Tabacco (Eds.). Education in a crisis context: COVID-19 as an opportunity for global learning.
Springer, LNET Series.

Ossiannilsson, E., & Sandström, U. (2020). Det nya normala handlar om omställning och hållbarhet.
[The new normal is about change and sustainability]. Universitetsläraren.

Oulagha, A. (2020, May 6). Algérie : Les soutenances des thèses de Master et de Doctorat maintenues.
ObservAlgerie. https://www.observalgerie.com/algerie-les-soutenances-des-theses-de-master-
et-de-doctorat-maintenues/2020/

Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide
educational assessment. Computers & Education, 37(2), 163-178.

Peñalva-Vélez, A., Napal Fraile, A., & Mendioroz Lacambra, A. (2018). Competencia digital y
alfabetización digital de los adultos (profesorado y familias). IJNE, 1.
https://doi.org/10.24310/IJNE1.1.2018.4950

Pete, J. (2019). Open Education Resources Differentiation: A cross-country study on Differentiation in
Access, Use and Sharing of (Open) Educational Resources at Universities in Kenya, Ghana
and SouthAfrica. https://research.ou.nl/en/publications/open-education-resources-
differentiation-a-cross-country-study-on

Porvir. (2020, March 20). Secretarias criam plano para entregar aula a distância em pandemia do
coronavírus. https://porvir.org/secretarias-criam-plano-para-entregar-aula-a-distancia-em-
pandemia-do-coronavirus/

Prinsloo, P., Slade, S., & Khalil, M. (2019). Student data privacy in MOOCs: A sentiment analysis.
Distance Education, 40(3), 1–19. https://doi.org/10.1080/01587919.2019.1632171

Ramiro Solanz (n.d.). Twitter Page with projects on primary education and resilience.
https://twitter.com/CPRamiroSolans

Redacteur, D. (2018, September 5). La rentrée scolaire 2018-2019 en chiffre. Etudiant-Algerien.
https://etudiant-algerien.com/2018/09/la-rentree-scolaire-2018-2019-en-chiffres/

Redouane, L. (2020, April 5). Cours en ligne en Algérie: La liste des chaînes scolaires sur YouTube.
Dzair Daily. https://www.dzairdaily.com/cours-en-ligne-algerie-liste-chaine-scolaire-
youtube-bac-bem-2020/

Rich, M. (2020, May 17). Japan's men see real meaning of domestic bliss: [foreign desk]. New York
Times.

Riggs, S. (2020). Student-Centered Remote Teaching: Lessons Learned from Online Education.
EDUCAUSE Review. https://er.educause.edu/blogs/2020/4/student-centered-remote-
teaching-lessons-learned-from-online-education

Roberts, J. (2018). Future and changing roles of staff in distance education: a study to identify training
and professional development needs. Distance Education, 39(1), 37-53.

doi.org/10.1080/01587919.2017.1419818.

121

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

Roberts, T., & Hernandez, K. (2019). Digital access is not binary: The 5'A's of technology access in the
Philippines. The Electronic Journal of Information Systems in Developing Countries, 85(4).
https://doi.org/10.1002/isd2.12084

Robinson, H. A., Al-Freih, M., & Kilgore, W. (2020). Designing with care: Towards a care-centered model
for online learning design. The International Journal of Information and Learning Technology.
37(3), 99-108. https://doi.org/10.1108/IJILT-10-2019-0098

Rodríguez, A. M., Cáceres, M. P., & Alonso, S. (2018). La competencia digital del futuro docente:
Análisis bibliométrico de la productividad científica indexada en Scopus. Ijeri, 10, 317–333.

Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Simon & Schuster.
Rohs, M., & Ganz, M. (2015). MOOCs and the claim of education for all: A disillusion by empirical data.

International Review of Research in Open and Distance Learning, 16(6).
https://doi.org/10.19173/irrodl.v16i6.2033
Romeu-Fontanillas, T., Guitert-Catasús, M., Raffaghelli, J.-E., & Sangrà, A. (2020). Mirroring learning
ecologies of outstanding teachers to integrate ICTs in the classroom. Comunicar, 28(62).
https://doi.org/10.3916/c62-2020-03

Russell, T. L. (1999). The no significant difference phenomenon: As reported in 355 research reports,
summaries and papers. North Carolina State University.

Saavedra, J. (2020). Educational challenges and opportunities of the Coronavirus (COVID-19)
pandemic. World Bank Blogs. https://blogs.worldbank.org/education/educational-
challenges-and-opportunities-covid-19-pandemic

Sangrà, A. (2020). Intermitence between presence and distance teaching. Blog Post at Fundació Bofill
Blog, https://obrimeducacio.cat/blog/curs-presencialitat-discontinua-intermitent

SantillanaLab. (n.d.). SantillanaLab Webpage, https://www.santillanalab.com/
Santos-Hermosa, G. (2018). For the Open Knowledge Foundation. https://education.okfn.org/open-

education-in-spain/
Saudi Arabia Ministry of Education. (2020a, March 13). The Ministry of Education provides multiple

options in the virtual school to complete students' educational journey.
https://www.moe.gov.sa/ar/news/Pages/co-2020-76d.aspx
Saudi Arabia Ministry of Education. (2020b, April 3). Universities establish guidelines for final exams

evaluation. https://www.moe.gov.sa/ar/news/Pages/un-2020-547.aspx
Saudi Press Agency. (2020, March 28). COVID-19 Follow-up Committee Holds Meeting.

https://www.spa.gov.sa/viewfullstory.php?lang=en&newsid=2052401
Schuwer, R., & Janssen, B. (2018). Adoption of sharing and reuse of open resources by educators in

higher education institutions in The Netherlands: A qualitative research of practices, motives,
and conditions. The International Review of Research in Open and Distributed Learning, 19(3).
https://doi.org/10.19173/irrodl.v19i3.3390
Scot, K. (2019). South Africa is the world’s most unequal society. 25 years of freedom have failed to
bridge the divide. CNN. https://edition.cnn.com/2019/05/07/africa/south-africa-elections-
inequality-intl/index.html.
Selvam, G. S. (2020). Covid-19 tests self-learning skills of students today. Daily Nation.
https://www.nation.co.ke/oped/opinion/Covid-19-tests-self-learning-skills-of-students-
today/440808-5534756-134a8bhz/index.html
Selwyn, N. (2020, April 30). Online learning: Rethinking teachers’ ‘digital competence’ in light of COVID-

19. Manosh Lens. https://lens.monash.edu/@education/2020/04/30/1380217/online-learning-
rethinking-teachers-digital-competence-in-light-of-covid-19
Serneels, P., & Dercon, S. (2014). Aspirations, Poverty and Education.
http://www.younglives.org.uk/content/aspirations-poverty-and-education
Sharma, R. (2020). In the name of online teaching …, Facebook Post dated 11 April 2020,
https://www.facebook.com/rc4u2nv
Sharma, R. C. (2001). Online Delivery of Programmes: A case study of IGNOU. The International
Review of Research in Open and Distributed Learning, 1(2).
http://dx.doi.org/10.19173/irrodl.v1i2.18
Sharma, R. C. (2005). E-Learning in India. In Howard, C., Boettcher, J. V., Justice, L., Schenk, K.,
Rogers, P. L., & Berg, G. (Eds) Encyclopedia of Distance Learning (pp. 772 –778). Idea Pub
SIES/MESRI. (2019). L’État de l’Enseignement supérieur, de la Recherche et de l’Innovation en France.
Ministère de l’Enseignement supérieur, de la Recherche et de l’Innovation.
https://publication.enseignementsup-recherche.gouv.fr/eesr/FR/EESR-FR.pdf
Simón, F. (2020, February, 28). Official Twitter Channel from the Ministry of Health.
https://twitter.com/sanidadgob/status/1233345345108791297

122

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

Sistema Nacional de Información Estadística y Geográfica (SNIEG). (2018). Cobertura en educación

superior modalidad escolarizada.

https://www.snieg.mx/cni/seriesestadisticas.aspx?idOrden=1.3&IndBase=6207129503*62000

27779&indCve=6200027780&gen=842&d=n

Sitzman, K., & Leners, D. W. (2006). Student perceptions of caring in online baccalaureate education.

Nursing Education Perspectives, 27(5), 254-259.
Sorroza, N. A., Jinez, J. P., Rodríguez, J. E., Caraguay, W. A., & Sotomayor, M. V. (2018). Las Tic y la

resistencia al cambio en la Educación Superior. RECIMUNDO 2, 477–495.
South Africa’s Education Statistics (2020). South African Market Insights. South Africa's Education

statistics. https://www.southafricanmi.com/education-statistics.html.

Stake, R. E. (1995). The Art of Case Study Research: Perspective in Practice. Sage.

Statista. (2020). Internet penetration rate in India from 2007 to 2020.

https://www.statista.com/statistics/792074/india-internet-penetration-rate/

Study International Staff (2020). These are the Australian universities setting up COVID-19 funds to

help international students. Study International (SI) News.

https://www.studyinternational.com/news/covid-19-help-australia-international-students/

Taleb, N. N. (2008). The Black Swan, the impact of the highly improbable. Penguin.
Tec de Monterrey. (2020, March 12). Cancela Tec de Monterrey clases presenciales en prevención de

COVID-19. https://tec.mx/es/noticias/nacional/institucion/cancela-tec-de-monterrey-clases-

presenciales-en-prevencion-de-covid

The World Bank. (2018). National Income Dynamics Study 2014-2015, Wave 4.

https://microdata.worldbank.org/index.php/catalog/2595.

The World Bank. (2018). Overcoming Poverty and Inequality in South Africa: An Assessment of Drivers,

Constraints and Opportunities. World Bank.

http://documents.worldbank.org/curated/en/530481521735906534/pdf/124521-REV-OUO-

South-Africa-Poverty-and-Inequality-Assessment-Report-2018-FINAL-WEB.pdf.

The World Bank (2020a). Remote Learning and COVID-19: The use of educational technologies at

scale across an education system as a result of massive school closings in response to the

COVID-19 pandemic to enable distance education and online learning.

http://documents.worldbank.org/curated/en/266811584657843186/pdf/Rapid-Response-

Briefing-Note-Remote-Learning-and-COVID-19-Outbreak.pdf

The World Bank. (2020b). Guidance Note: Remote Learning & COVID-19.

http://documents.worldbank.org/curated/en/531681585957264427/pdf/Guidance-Note-on-

Remote-Learning-and-COVID-19.pdf

The World Bank. (2020c). Remote Learning, EdTech & COVID-19.

https://www.worldbank.org/en/topic/edutech/brief/edtech-covid-19
TIC Domicílios (2018). Portal dos dados. Domicílios que possuem TIC. CGI.br/NIC.br.

http://data.cetic.br/cetic/explore?idPesquisa=TIC_DOM

Tichenor, P. J., Donohue, G. A., & Olien, C. N. (1970). Mass media flow and differential growth in

knowledge. Public Opinion Quarterly: Journal of the American Association for Public Opinion
Research, 34(2), 159–170. https://doi.org/10.1086/267786

Trotter, H., Hodgkinson-Williams, C., & Willmers, M. (2018). ROER4D project activity toolkit: research

capacity development. http://hdl.handle.net/10625/57089

Tweede Kamer der Staten-Generaal (2020). Onderwijs en corona (2020A01750).

https://www.tweedekamer.nl/debat_en_vergadering/commissievergaderingen/details?id=2020

A01750

Tzifopoulos, M. (2020). In the shadow of Coronavirus: Distance education and digital literacy skills in

Greece. International Journal of Social Science and Technology, 5(2), 1-14.

http://www.ijsstr.com/data/frontImages/1._April_2020.pdf

UCC. (2018). Uganda Communications Commission (UCC), Post, Broadcasting and

Telecommunications Market & Industry Q2 Report, 2018. [Quarter Report]. Uganda

Communications Commission. https://www.ucc.co.ug/wp-

content/uploads/2017/09/Communication-Sector-Performance-for-the-Quarter-ending-June-

2018.pdf

UCU. (2020). Statement on Easter Semester Examinations. Uganda Christian University.

UN Mexico. (2019, December 10). Injusticia y desigualdad: nuevo informe del PNUD refleja el
descontento en América Latina. http://www.onu.org.mx/injusticia-y-desigualdad-nuevo-informe-

del-pnud-refleja-el-descontento-en-america-latina/+

UNESCO. (2002). Open and Distance Learning: trends, policy and strategy consideration. UNESCO.

123

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

UNESCO. (2020a). School closures caused by Coronavirus (Covid-19).

https://en.unesco.org/covid19/educationresponse

UNESCO. (2020b). COVID-19 Educational disruption and response.

https://en.unesco.org/covid19/educationresponse

UNESCO. (2020c). Adverse consequences of school closures.

https://en.unesco.org/covid19/educationresponse/consequences

UNESCO. (2020d, March 31). Covid-19 school closures around the world will hit girls hardest.

https://en.unesco.org/news/covid-19-school-closures-around-world-will-hit-girls-hardest

UNICEF (2020). UNICEF and Microsoft launch global learning platform to help address COVID-19

education crisis. https://www.unicef.org/press-releases/unicef-and-microsoft-launch-

global-learning-platform-help-address-covid-19-education
Université de Lille. (2020). Tutoriels, aides pour les services numériques—Infotuto. https://infotuto.univ-

lille.fr/
University of Valencia. (n.d.). Volunteering project “University against the Pandemia”.

https://universitarioscontralapandemia.es/

Velasquez, A., Graham, C. R., & Osguthorpe, R. (2013). Caring in a technology-mediated online high

school context. Distance Education, 34(1), 97-118.

https://doi.org/10.1080/01587919.2013.770435

Waddingham, R. (2020). COVID-19: how can we support each other (and ourselves)?. Psychosis, 1-5.

https://doi.org/10.1080/17522439.2020.1759678

Watson, J. (2020, March 31). Learning through television in low-income contexts: Mitigating the impact

of coronavirus (COVID-19). The EdTech Hub. https://edtechhub.org/2020/03/31/learning-

through-television-in-low-income-contexts-mitigating-the-impact-of-covid-19/

Weale, S., Hall, R., & Adams, R. (2020). Hundreds of thousands of UK students call for tuition fee

refunds. The Guardian. https://www.theguardian.com/education/2020/mar/25/hundreds-

thousands-uk-students-call-tuition-fee-refunds

WHO. (2020). Coronavirus disease (COVID-19) Pandemic. World health Organization.

https://www.who.int/emergencies/diseases/novel-coronavirus-2019

Wiley, D. (2011). Open Content. http://opencontent.org/definition/

Wilkinson, K. (2015). Are 80% of South African schools dysfunctional?. Africa Check.

https://africacheck.org/reports/are-80-of-south-african-schools-dysfunctional/.

Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: digital

technologies and distance education during the coronavirus emergency. Learning, Media and

Technology, 45(2), 107-114. https://doi.org/10.1080/17439884.2020.1761641

World Population Review. (2020). Total Population by Country 2020.

https://worldpopulationreview.com/countries/

World Population Review. (2020). Unemployment by country 2020. World Population Review.

https://worldpopulationreview.com/countries/unemployment-by-country/.

World University Rankings. (2019). Spain. http://www.shanghairanking.com/World-University-

Rankings-2019/Spain.html

Xiao, J. (2018). On the margins or at the center? Distance education in higher education. Distance

Education, 39(2), 259-274. https://doi.org/10.1080/01587919.2018.1429213

Yin, R. K. (1984). Case Study Research: Design and Methods. Sage.

Yin, R. K. (2011). Qualitative research from start to finish. Guilford Publications.
Young, C., & Perović, N. (2018). Introduction to the ABC LD workshop. https://blogs.ucl.ac.uk/abc-

ld/home/abc-ld-toolkit/
Zawacki-Richter, O., Conrad, D., Bozkurt, A., Aydin, C. H., Bedenlier, S., Jung, I., Stöter, J., Veletsianos,

G., Blaschke, L. M., Bond, M., Broens, A., Bruhn, E., Dolch, C., Kalz, M., Kerres, M., Kondakci,
Y., Marin, V., Mayrberger, K., Müskens, W., Naidu, S., Qayyum, A., Roberts, J., Sangrà, A.,

Loglo, F. S., Slagter van Tryon, P. J., & Xiao, J. (2020). Elements of Open Education – An

invitation to future research. International Review of Research in Open and Distributed Learning.
Zembylas, M. (2013). Critical pedagogy and emotion: Working through ‘troubled knowledge’ in

posttraumatic contexts. Critical Studies in Education, 54(2), 176-189.

124

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

About the Authors

● Aras Bozkurt, [email protected], Anadolu University, Turkey, https://orcid.org/0000-0002-

4520-642X (Corresponding Author)
● Insung Jung, [email protected], International Christian University, Japan, https://orcid.org/0000-0001-

5959-1245
● Junhong Xiao, [email protected], Shantou Radio & Television University, People’s Republic of

China, https://orcid.org/0000-0002-5316-2957
● Viviane Vladimirschi, [email protected], E-connection/Independent Researcher, Brazil,

https://orcid.org/0000-0002-3034-5152
● Robert Schuwer, [email protected], Fontys University of Applied Science, UNESCO Chair on

OER, The Netherlands, https://orcid.org/0000-0001-5756-5406
● Gennady Egorov, [email protected], St.Tikhon Orthodox University, Russia, https://orcid.org/0000-

0002-5170-7968
● Sarah R. Lambert, [email protected], Deakin University, Australia,

https://orcid.org/0000-0003-2722-9684
● Maha Al-Freih, [email protected], Princess Nourah Bint Abdulrahman University, Saudi

Arabia, https://orcid.org/0000-0003-3767-8635
● Judith Pete, [email protected], Tangaza University College, Kenya, https://orcid.org/0000-0003-

0971-5945
● Don Olcott, Jr., [email protected], Global ODL Consultant, Romania, https://orcid.org/0000-

0003-4542-9305
● Virginia Rodes, [email protected], Universidad de la República, Uruguay,

https://orcid.org/0000-0002-7229-4998
● Ignacio Aranciaga, [email protected], UNPA, UNER-INES-CONICET, Argentina,

https://orcid.org/0000-0002-2866-6811
● Maha Bali, [email protected], American University in Cairo, Egypt, https://orcid.org/0000-0002-

8142-7262
● Abel V. Alvarez, Jr., [email protected] or [email protected], Far Eastern University,

Philippines, https://orcid.org/0000-0002-2319-6881
● Jennifer Roberts, [email protected], University of South Africa, South Africa,

https://orcid.org/0000-0002-7084-4036
● Angelica Pazurek, [email protected], University of Minnesota, United States,

https://orcid.org/0000-0001-9933-8877
● Juliana Elisa Raffaghelli, [email protected], Universitat Oberta de Catalunya, Spain,

https://orcid.org/0000-0002-8753-6478
● Nikos Panagiotou, [email protected], Aristotle University of Thessaloniki, Greece,

https://orcid.org/0000-0002-2902-858X
● Perrine de Coëtlogon, [email protected], Université de Lille, France,

https://orcid.org/0000-0001-7868-7189
● Sadik Shahadu, [email protected], Global Open Initiative, Ghana, https://orcid.org/0000-

0001-6394-0276
● Mark Brown, [email protected], Dublin City University, Republic of Ireland, https://orcid.org/0000-

0002-7927-6717
● Tutaleni I. Asino, [email protected], Oklahoma State University, United States,

https://orcid.org/0000-0002-9667-8603
● Josephine Tumwesige, [email protected], Independent Researcher + Rural Senses,

Uganda, https://orcid.org/0000-0003-2861-148X
● Tzinti Ramírez Reyes, [email protected], Tecnológico de Monterrey, Mexico, https://orcid.org/0000-

0002-8342-3257
● Emma Barrios Ipenza, [email protected], Universidad Continental, Peru,

https://orcid.org/0000-0002-9287-2185

125

Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al.

● Ebba Ossiannilsson, [email protected], Swedish Association for Distance Education

(SADE), Sweden, https://orcid.org/0000-0002-8488-5787
● Melissa Bond, [email protected], University College London, United Kingdom,

https://orcid.org/0000-0002-8267-031X
● Kamel Belhamel, [email protected], University of Bejaia, Algeria, https://orcid.org/0000-

0002-9099-8040
● Valerie Irvine, [email protected], University of Victoria, Canada, https://orcid.org/0000-0002-8067-

1300
● Ramesh C. Sharma, [email protected], Ambedkar University Delhi, India,

https://orcid.org/0000-0002-1371-1157
● Taskeen Adam, [email protected], University of Cambridge, England + Open Development

& Education, South Africa, https://orcid.org/0000-0003-2467-5726
● Ben Janssen, [email protected], OpenEd Consult / Fontys University of Applied Sciences,

UNESCO Chair on OER, The Netherlands, https://orcid.org/0000-0003-4762-8981
● Tatiana Sklyarova, [email protected], St.Tikhon Orthodox University, Russia,

https://orcid.org/0000-0002-1169-5624
● Nicoleta Olcott, [email protected], Liceul Tehnologic Matei Basarab Technical School,

Romania, https://orcid.org/0000-0002-2441-8634
● Alejandra Ambrosino, [email protected], Universidad Nacional del Litoral,

Argentina, https://orcid.org/0000-0002-5174-0952
● Chrysoula Lazou, [email protected], Junior High School of Amygdaleonas, Greece,

https://orcid.org/0000-0003-2956-9762
● Bertrand Mocquet, [email protected], Agence de Mutualisation des Universités et

Etablissements, MICA (Université Bordeaux Montaigne) , CRESEM (Université de Perpignan),

France, https://orcid.org/0000-0002-9406-4587
● Mattias Mano, [email protected], i3-CRG, Ecole Polytechnique, IP Paris, France,

https://orcid.org/0000-0002-1889-6533
● Michael Paskevicius, [email protected], University of Victoria, Canada, https://orcid.org/0000-

0001-7391-0783

Suggested citation:

Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-Freih, M.,

Pete, J., Olcott, Jr., D. Rodes, V., Aranciaga, I., Bali, M., Alvarez, Jr., A. V., Roberts, J., Pazurek, A.,
Raffaghelli, J. E., Panagiotou, N., de Coëtlogon, P., Shahadu, S., Brown, M., Asino, T. I. Tumwesige,
J., Ramírez Reyes, T., Barrios Ipenza, E., Ossiannilsson, E., Bond, M., Belhamel, K., Irvine, V.,

Sharma, R. C., Adam, T., Janssen, B., Sklyarova, T., Olcott, N. Ambrosino, A., Lazou, C., Mocquet,
B., Mano, M., & Paskevicius, M. (2020). A global outlook to the interruption of education due to

COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance

Education, 15(1), 1-126. https://doi.org/10.5281/zenodo.3878572

126